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If the idea of the universe is presented to the child in the right way, it will do more for him than just arouse his interest, for it will create in him admiration and wonder, a feeling loftier than any interest and more satisfying.
Maria Montessori
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Maria Montessori
Age: 81 †
Born: 1870
Born: August 31
Died: 1952
Died: May 6
Inventor
Lecturer
Mathematician
Pedagogue
Philosopher
Physician
Psychiatrist
Psychologist
Teacher
Maria Tecla Artemisia Montessori
Children
Feeling
Loftier
Way
Child
Montessori
Interest
Arouse
Universe
Presented
Idea
Admiration
Feelings
Satisfying
Ideas
Create
Right
Wonder
More quotes by Maria Montessori
The development of the mind comes through movement
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It is not in human nature for all men to tread the same path of development, as animals do of a single species.
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Order is not goodness but perhaps it is the indispensable road to arrive at it.
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The child is truly a miraculous being, and this should be felt deeply by the educator.
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We must therefore turn to the child as to the key to the fate of our future life.
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The concept of an education centered upon the care of the living being alters all previous ideas. Resting no longer on a curriculum, or a timetable, education must conform to the facts of human life.
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Children are not only sensitive to silence, but also to a voice which calls them ... Out of that silence.
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The child is endowed with unknown powers, which can guide us to a radiant future. If what we really want is a new world, then education must take as its aim the development of these hidden possibilities.
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These words reveal the child’s inner needs ‘Help me to do it alone’.
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Mental development must be connected with movement and be dependent on it. It is vital that educational theory and practice should be informed by that idea.
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Little children, from the moment in which they are weaned, are making their way toward independence.
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The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
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If we can, when we have established individual discipline, arrange the children, sending each one to his own place, in order, trying to make them understand the idea that thus placed they look well, and that it is a good thing to be placed in order . . .
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Nothing is created or destroyed in nature.
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As soon as children find something that interests them they lose their instability and learn to concentrate.
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When dealing with children there is greater need for observing than of probing
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Discipline must come through liberty. . . . We do not consider an individual disciplined only when he has been rendered as artificially silent as a mute and as immovable as a paralytic. He is an individual annihilated, not disciplined.
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Bring the child to the consciousness of his own dignity, and he will be free. We see no limit to what should be offered to the child, for his will be an immense field of chosen activity.
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No one can be free unless he is independent. Therefore, the first active manifestations of the child's individual liberty must be so guided that through this activity he may arrive at independence.
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Plainly, the environment must be a living one, directed by a higher intelligence, arranged by an adult who is prepared for his mission.
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